CONTENT:
The subject matter itself; key concepts, facts, events, which may be presented with a map in three formats:
Discipline-Based: Focus on subjects: math, science, social studies, literature, arts, physical education, etc. Should be active: students as “scientists”; as “artists”
Interdisciplinary: Focus on connections between two or more subjects examining common organizing center
Student- Centered - Focus on student developed interests. Emerges directly from learner
What is a concept? Why are they so critical to learning and to mapping?
A concept is a relational statement that provides the focus and basis for acquiring knowledge.
Concept based learning sustains long term recall of facts vs. isolated fact base learning.
A concept is synonymous with the enduring understanding or big idea.
Example:
A science unit on the Rain forest might focus on the concept:
In the natural world there are systems comprised of interdependent component parts.
SKILLS
Skills are displayed on a map as ACTION VERBS.
Precise skills that can be:
Assessed/measured
Observed
Described in specific terms
Skills are action verbs…
Unlike general processes
Examples: Precise skills in Science will include:
Observe and make notations of an event in the natural world or space
Collect and displaydata
Cite significant variables
Pose explanations
Predict future results
ASSESSMENT: Assessment is the demonstration of learning; the products and performances used as evidence of skill development and content understanding.
Assessment is the demonstration of learning
Assessment is the observable evidence
They must be listed as defined nouns:
Tangible Products or
Observable Performances
Leads To:
DIAGNOSIS:
FINDING WHAT OUR LEARNERS NEED FROM THE ASSESSMENT DATA
PRESCRIPTION:
REVISING OUR MAPS COLLABORATIVELY TO RESPOND TO THOSE TARGETED NEEDS
The subject matter itself; key concepts, facts, events, which may be presented with a map in three formats:
- Discipline-Based: Focus on subjects: math, science, social studies, literature, arts, physical education, etc. Should be active: students as “scientists”; as “artists”
- Interdisciplinary: Focus on connections between two or more subjects examining common organizing center
- Student- Centered - Focus on student developed interests. Emerges directly from learner
What is a concept? Why are they so critical to learning and to mapping?- A concept is a relational statement that provides the focus and basis for acquiring knowledge.
- Concept based learning sustains long term recall of facts vs. isolated fact base learning.
- A concept is synonymous with the enduring understanding or big idea.
Example:A science unit on the Rain forest might focus on the concept:
SKILLS
Skills are displayed on a map as ACTION VERBS.
- Precise skills that can be:
- Assessed/measured
- Observed
- Described in specific terms
- Skills are action verbs…
- Unlike general processes
Examples: Precise skills in Science will include:- Observe and make notations of an event in the natural world or space
- Collect and displaydata
- Cite significant variables
- Pose explanations
- Predict future results
ASSESSMENT: Assessment is the demonstration of learning; the products and performances used as evidence of skill development and content understanding.- Assessment is the demonstration of learning
- Assessment is the observable evidence
- They must be listed as defined nouns:
- Tangible Products or
- Observable Performances
Leads To:DIAGNOSIS:
FINDING WHAT OUR LEARNERS NEED FROM THE ASSESSMENT DATA
PRESCRIPTION:
REVISING OUR MAPS COLLABORATIVELY TO RESPOND TO THOSE TARGETED NEEDS